Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Abstract

Student perceptions of the supportiveness of their instructors identified five characteristics (relational, instrumental, pedagogical, personality, uncertain) and were used to compare higher and lower support-rated instructors. Higher-support instructors had more positive relational characteristics and fewer negative pedagogical characteristics.

Enthusiastic but Inconsistent: Graduate Teaching Assistants’ Perceptions of Their Role in the CURE Classroom

“…We expected that GTAs who perceived high value for the CURE would be motivated to embrace their role as CURE mentors and predicted that this motivation might impact how GTAs described their role in the classroom. Students have reported the positive impacts of instructors who provide both relational and pedagogical supports (Schussler et al, 2021), and faculty CURE instructors describe a need to provide both emotional and research support (Shortlidge et al, 2016). We therefore suggest that, ideally, a CURE GTA should strike a balance between the Student Supporter and Research Mentor roles, to support their students emotionally while developing their autonomy as student researchers (Figure 3).…”

“…We expected that GTAs who perceived high value for the CURE would be motivated to embrace their role as CURE mentors and predicted that this motivation might impact how GTAs described their role in the classroom. Students have reported the positive impacts of instructors who provide both relational and pedagogical supports ( Schussler et al. , 2021 ), and faculty CURE instructors describe a need to provide both emotional and research support ( Shortlidge et al.…”

Public exams decrease anxiety and facilitate deeper conceptual thinking

“…Anxiety around education (and more specifically exams) is a constant and increasinglypressing concern (51,52). While this is well-studied in STEM courses (53)(54)(55), it may be more relevant instead to courses for which high-stakes exams are a primary feature (56)(57)(58). STEM courses (among many others) generally meet this description (59).…”

“…It helped learning with others as well because when explaining to other people a certain topic, and they begin to understand tells me that I understand the concept exceptionally well.” As more disciplines make calls for deeper critical thinking skills (AAAS, 2011b; Halpern, 2001; McConnell et al, 2019; Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics , 2012), it is possible the pre-release of exam material (as in (Crowther et al, 2020)) is a motivating factor in pushing students to do, share, and enjoy this deeper thought. 3) Anxiety around education (and more specifically exams) is a constant and increasingly-pressing concern (Disability, 2017; Health, 2020). While this is well-studied in STEM courses (Cooper et al, 2018; Downing et al, 2020; Schussler et al, 2021), it may be more relevant instead to courses for which high-stakes exams are a primary feature (Brady et al, 2018; Culler & Holahan, 1980; Harris et al, 2019). STEM courses (among many others) generally meet this description (Momsen et al, 2010).…”

“…3) Anxiety around education (and more specifically exams) is a constant and increasingly-pressing concern (Disability, 2017; Health, 2020). While this is well-studied in STEM courses (Cooper et al, 2018; Downing et al, 2020; Schussler et al, 2021), it may be more relevant instead to courses for which high-stakes exams are a primary feature (Brady et al, 2018; Culler & Holahan, 1980; Harris et al, 2019). STEM courses (among many others) generally meet this description (Momsen et al, 2010).…”